Students will be able to
1) Analyze given information to construct mole-mass-molecule conversion factors
2) Assimilate familiar knowledge (counting money) to something new (converting amongst moles-masses-molecules) so that the skill does not seem so unfamiliar to them
3) Recognize that chemical conversions are really just a change in unit, hence a change in the number as well
Learning Performances
Students will be given information and materials and will need to solve a set of questions relating to the material
*1 roll of quarters or nickels
*Sealed rolls of pennies, each containing a different number of pennies, about 10-15 of them
*Roll-Mole Analogy Worksheet (contained in the link under teacher resources)
Do Now: In your own words, what is:
A mole?
An Atomic Mass?
20 minutes: I can begin the lesson by using some of the analogies listed on the Roll-Mole Analogy worksheet. This ought to get some of them thinking on the grand scale about how much a mole really is. I could also try to acquire 22.4 liters of soda bottles (1 mole of any gas is 22.4 L). I feel like an extra credit assignment may be in order here by asking them to find some of their own mole analogies. I will hold up a roll of quarters and ask them how they would figure out how many quarters were in the roll if they knew what the value of the roll was and they knew how much a quarter was worth. Since the whole unit builds on itself, prior knowledge should not be hard to activate. Hopefully the thoughts from the previous day's activity will still be rolling through their head. I will explain to them that for today's lesson we will be about counting money, applying it to chemical conversions, and that they should be able to convert between moles and masses by the end of the day. This is essentially another way of comparing chemical conversions to something that they are more familiar with.
Instructional Activities
45 minutes: As they are explaining to me how they would figure out how much money is in the roll, I would write what they say on the board in a format that they should be familiar with, a normal chemical conversion calculation that they should already be used to seeing. Then they will get the worksheet. Students can work in groups of two or three if they wish to work through the worksheet (unassigned). While they are working on the worksheet, I will walk around the room and assist any students that may be having trouble. Hopefully, they will quickly see the comparison between the money counting and the chemical comparisons. After they are done with the worksheet and have handed it in, they will each get their own individual roll of pennies, which will act as their assessment (explained in Assessing Student Understanding).
Concluding the Lesson
25 minutes: Once all the students have finished calculating the number of pennies in the roll I can wrap up the class. I'll ask, "What have we learned today about money and atoms? Why is calculating the number of atoms in a mole similar to calculating the number of coins in a roll?" Hopefully they will respond with answers that explain how counting the money and counting the atoms use the same type of equation and require the same type of setup. The students should realize that when you are counting atoms, you are really just changing the label, which in turn means that the number should change. After I grade the worksheets that they handed in I will give them back so they have an artifact to hang on to and refer to.
Assessing Student Understanding
In order to assess an activity like this, the easiest thing to do would be to just check their worksheets for the right answers. But I have an idea that may be a bit more effective. After they completed the worksheet and handed it in, I will give them a sealed roll of pennies (all roll's will have different values). Except on the roll of pennies, pennies will be crossed off and a mass of a number of carbon atoms will be written on; this mass will correspond to the number of pennies in the roll. The mass will need to be very tiny since only 50 pennies can fit in a roll. This will force them to use their knowledge of scientific notation as well. The idea is to have them solve for the number of pennies in the roll (# of carbon atoms in the roll). The closer they are to the correct number of pennies, the better grade they will get. I do not think this assessment is too challenging and if they have a grasp of the concept they shouldn't have a problem solving for the number of pennies. If I feel that it may be necessary to make this assessment more challenging I can give the students something else besides a roll of change. If they can correctly calculate this other amount correctly then the students will have proven to me that they can take this idea and apply it to new and unfamiliar situations (e.g. drops of water in a graduated cylinder after finding the average mass of a drop from a specific type of dropper).
Before discussing inquiry in class last week my opinion of inquiry was very specific. My understanding of inquiry was just asking questions and then finding the answers to those questions. Now, I have broadened my horizon of what inquiry can be. In a more complete definition, inquiry can be, not just the questions and answers themselves, but also everything in between to get to those answers and making sure you have a complete understanding of what your answer is telling you. I have redefined inquiry to include observations, measurement, and other factors that don't directly ask or answer a question. I've realized the importance of inquiry as a tool in the classroom under these circumstances. One of the most powerful strategies can be kids helping kids or "peer learning". I feel that this activity can not only emphasize peer learning, but also illustrate the power of inquiry to help with an abstract concept like the mole and stoichiometry.
Is it clear that the lesson addresses both important content and scientific practices?
No. While the students do engage with phenomena, it is not clear that they are supposed to be investigating something.
Instructional Activities
What science practices are required?
Though the learning performances suggest that students will be collecting data, the activities seem to be following a procedure and recording observations.
How are the science practices supported?
The lab sheet is a step by step procedure. How will you support students thinking like chemists?
How are the science practices assessed?
I agree with your rationale that there is more to inquiry than questions and answers. Two questions that I would have for you are: (1) Do you provide enough support for your students thinking through their experiment before they try it? and (2) Do you think that your students will be trying to answer a question or merely following your procedure during the lab?
Title:
Roll-Mole AnalogyGrade Level:
11Course:
General ChemistryLesson Overview
Students will be able to1) Analyze given information to construct mole-mass-molecule conversion factors
2) Assimilate familiar knowledge (counting money) to something new (converting amongst moles-masses-molecules) so that the skill does not seem so unfamiliar to them
3) Recognize that chemical conversions are really just a change in unit, hence a change in the number as well
Learning Performances
Students will be given information and materials and will need to solve a set of questions relating to the materialLinks to Standards or Benchmarks
Steve Cannici - Learning Goal AnalysisMaterials Needed
*1 roll of quarters or nickels*Sealed rolls of pennies, each containing a different number of pennies, about 10-15 of them
*Roll-Mole Analogy Worksheet (contained in the link under teacher resources)
Time Required
~ 90 minutesInstructional Sequence
Introducing the lesson
Daily Agenda:Do Now: In your own words, what is:
A mole?
An Atomic Mass?
20 minutes: I can begin the lesson by using some of the analogies listed on the Roll-Mole Analogy worksheet. This ought to get some of them thinking on the grand scale about how much a mole really is. I could also try to acquire 22.4 liters of soda bottles (1 mole of any gas is 22.4 L). I feel like an extra credit assignment may be in order here by asking them to find some of their own mole analogies. I will hold up a roll of quarters and ask them how they would figure out how many quarters were in the roll if they knew what the value of the roll was and they knew how much a quarter was worth. Since the whole unit builds on itself, prior knowledge should not be hard to activate. Hopefully the thoughts from the previous day's activity will still be rolling through their head. I will explain to them that for today's lesson we will be about counting money, applying it to chemical conversions, and that they should be able to convert between moles and masses by the end of the day. This is essentially another way of comparing chemical conversions to something that they are more familiar with.
Instructional Activities
45 minutes: As they are explaining to me how they would figure out how much money is in the roll, I would write what they say on the board in a format that they should be familiar with, a normal chemical conversion calculation that they should already be used to seeing. Then they will get the worksheet. Students can work in groups of two or three if they wish to work through the worksheet (unassigned). While they are working on the worksheet, I will walk around the room and assist any students that may be having trouble. Hopefully, they will quickly see the comparison between the money counting and the chemical comparisons. After they are done with the worksheet and have handed it in, they will each get their own individual roll of pennies, which will act as their assessment (explained in Assessing Student Understanding).Concluding the Lesson
25 minutes: Once all the students have finished calculating the number of pennies in the roll I can wrap up the class. I'll ask, "What have we learned today about money and atoms? Why is calculating the number of atoms in a mole similar to calculating the number of coins in a roll?" Hopefully they will respond with answers that explain how counting the money and counting the atoms use the same type of equation and require the same type of setup. The students should realize that when you are counting atoms, you are really just changing the label, which in turn means that the number should change. After I grade the worksheets that they handed in I will give them back so they have an artifact to hang on to and refer to.Assessing Student Understanding
In order to assess an activity like this, the easiest thing to do would be to just check their worksheets for the right answers. But I have an idea that may be a bit more effective. After they completed the worksheet and handed it in, I will give them a sealed roll of pennies (all roll's will have different values). Except on the roll of pennies, pennies will be crossed off and a mass of a number of carbon atoms will be written on; this mass will correspond to the number of pennies in the roll. The mass will need to be very tiny since only 50 pennies can fit in a roll. This will force them to use their knowledge of scientific notation as well. The idea is to have them solve for the number of pennies in the roll (# of carbon atoms in the roll). The closer they are to the correct number of pennies, the better grade they will get. I do not think this assessment is too challenging and if they have a grasp of the concept they shouldn't have a problem solving for the number of pennies. If I feel that it may be necessary to make this assessment more challenging I can give the students something else besides a roll of change. If they can correctly calculate this other amount correctly then the students will have proven to me that they can take this idea and apply it to new and unfamiliar situations (e.g. drops of water in a graduated cylinder after finding the average mass of a drop from a specific type of dropper).Cautions
noneSources
http://intro.chem.okstate.edu/ChemSource/Moles/mole15.htmRationale
Before discussing inquiry in class last week my opinion of inquiry was very specific. My understanding of inquiry was just asking questions and then finding the answers to those questions. Now, I have broadened my horizon of what inquiry can be. In a more complete definition, inquiry can be, not just the questions and answers themselves, but also everything in between to get to those answers and making sure you have a complete understanding of what your answer is telling you. I have redefined inquiry to include observations, measurement, and other factors that don't directly ask or answer a question. I've realized the importance of inquiry as a tool in the classroom under these circumstances. One of the most powerful strategies can be kids helping kids or "peer learning". I feel that this activity can not only emphasize peer learning, but also illustrate the power of inquiry to help with an abstract concept like the mole and stoichiometry.Inquiry Lesson Feedback: Steve C
Evaluated by: Jay F.Score: 8/10
Standards / Learning Performances
Is it clear that the lesson addresses both important content and scientific practices?
No. While the students do engage with phenomena, it is not clear that they are supposed to be investigating something.
Instructional Activities
What science practices are required?
Though the learning performances suggest that students will be collecting data, the activities seem to be following a procedure and recording observations.How are the science practices supported?
The lab sheet is a step by step procedure. How will you support students thinking like chemists?
How are the science practices assessed?
I agree with your rationale that there is more to inquiry than questions and answers. Two questions that I would have for you are: (1) Do you provide enough support for your students thinking through their experiment before they try it? and (2) Do you think that your students will be trying to answer a question or merely following your procedure during the lab?